Self-regulation has been defined as the extent to which a person can change their behavior (Muraven et al., 1999). This concept is especially useful when the person struggles with a problem and/or lacks external alternatives to deal with it, such as access to educational resources or counseling sessions.
Among the several problem behaviors that an individual might display, procrastination probably affects us all. Procrastination is the act of postponing a task. In college, procrastination might lead to anxiety (K. Johnson & Ruskin, 1977; Wesp, 1986) and an increase in the aversiveness of the task (Michael, 1991), which rises as the deadline approaches with much work still to be done.
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In terms of academic behaviors, procrastination yields bursts of studying periods before task deadlines and exams (e.g., Jarmolowicz et al., 2010; Mawhinney et al., 1971; Perrin et al., 2011). As procrastination progresses along with increased levels of aversiveness of the task, the student escapes from this aversive situation by procrastinating even more until the point that the escape from the task is no longer possible since the threat of receiving a failing grade for not completing the task is imminent. Then, when faced with the option of an aversive failing grade or an aversive task to complete, the student might escape from the former by choosing the latter (P.E. Johnson et al., 2016; Perrin et al., 2011).
Students who work at a regular pace and finish tasks on time, that is, students who do not procrastinate, acquire more learning skills (Keller, 1968; Michael, 1991) and improve the quality of their work (e.g., Harris, & Sherman, 1974; P.E. Johnson et al., 2016; Olympia et al., 1994; Perrin et al., 2011). The insufficient time left to complete a task when students procrastinate might be responsible for the documented low performances (e.g., Ariely & Wertenbroch, 2002; Lloyd & Knutzen, 1969; Mawhinney et al., 1971; Wesp, 1989).
Self-monitoring strategy examples
Awareness: The First Step
First, to overcome procrastination you need to have an understanding of the REASONS WHY you procrastinate and the function procrastination serves in your life. You can't come up with an effective solution if you don't really understand the root of the problem. As with most problems, awareness and self-knowledge are the keys to figuring out how to stop procrastinating. For a lot of people acquiring this insight about how procrastination protects them from feeling like they are not able enough, and keeping it in mind when they are tempted to fall into familiar, unproductive, procrastinating habits goes a long way to solving the problem. For instance, two psychologists, Jane Burka and Lenora Yuen, who have helped many people overcome procrastination, report in their article, 'Mind Games Procrastinators Play' (Psychology Today, January 1982), that for many students 'understanding the hidden roots of procrastination often seems to weaken them' (p.33). Just knowing our true reasons for procrastinating makes it easier to stop.
Time Management Techniques: One Piece of the Puzzle
To overcome procrastination time management techniques and tools are indispensable, but they are not enough by themselves. And, not all methods of managing time are equally helpful in dealing with procrastination. There are some time management techniques that are well suited to overcoming procrastination and others that can make it worse. Those who reduce anxiety and fear and emphasize the satisfaction and rewards of completing tasks work best. Those that are inflexible, emphasize the magnitude of tasks, and increase anxiety can actually increase procrastination and are thus counter-productive. For instance, making a huge list of 'things to do' or scheduling every minute of your day may INCREASE your stress and thus procrastination. Instead, set reasonable goals (e.g. a manageable list of things to do), break big tasks down, give yourself flexibility, and allot time to things you enjoy as rewards for work completed.
Motivation: Finding Productive Reasons for Engaging in Tasks
To overcome procrastination it's critical that you stay motivated for PRODUCTIVE REASONS. By productive reasons I mean reasons for learning and achieving that lead to positive, productive, satisfying feelings and actions. These reasons are in contrast to engaging in a task out of fear of failing, not making your parents angry, not looking stupid, or doing better than other people to 'show off.' While these are all reasons - often very powerful ones - for doing something, they are not productive since they evoke maladaptive, often negative feelings and actions. For example, if you are concerned with not looking dumb you may not ask questions, delve into new areas, try new methods, or take the risks necessary to learn new things and reach new heights. A good way to put positive motives in motion is to set and focus on your goals. Identify and write down your own personal reasons for enrolling in a course and monitor your progress toward your goals using a goal-setting chart. Remember to focus on your reasons and your goals. Other people's goals for you are not goals at all, but obligations.
Staying Motivated: Be Active to be Engaged
Another key to overcoming procrastination is to stay actively engaged in your classes. If you are passive in class you're probably not 'getting into' the course and its topics, and that weakens your motivation. What's more, if you are passive you are probably not making as much sense out of the course and course materials as you could. Nonsense and confusion are not engaging; in fact, they are boring and frustrating. We don't often want to do things that are boring or frustrating. Prevent that by aiming to really understand course material, not memorize it or just 'get through it.' Instead, try (1) seeking out what is interesting and relevant to you in the course materials, (2) setting your own purpose for every reading and class session, and (3) asking yourself (and others) questions about what you are learning.
Overcoming Procrastination
- Awareness – Reflect on the reasons why you procrastinate, your habits, and thoughts that lead to procrastinating.
- Assess – What feelings lead to procrastinating, and how does it make you feel? Are these positive, productive feelings: do you want to change them?
- Outlook – Alter your perspective. Looking at a big task in terms of smaller pieces makes it less intimidating. Look for what's appealing about, or what you want to get out of an assignment beyond just the grade.
- Commit – If you feel stuck, start simply by committing to complete a small task, any task, and write it down. Finish it and reward yourself. Write down on your schedule or 'to-do' list only what you can completely commit to, and if you write it down, follow through no matter what. By doing so you will slowly rebuild trust in yourself that you will really do what you say you will, which so many procrastinators have lost.
- Surroundings – When doing school work, choose wisely where and with whom you are working. Repeatedly placing yourself in situations where you don't get much done - such as 'studying' in your bed, at a cafe, or with friends - can actually be a kind of procrastination, a method of avoiding work.
- Goals – Focus on what you want to do, not what you want to avoid. Think about the productive reasons for doing a task by setting positive, concrete, meaningful learning and achievement goals for yourself.
- Be Realistic – Achieving goals and changing habits takes time and effort; don't sabotage yourself by having unrealistic expectations that you cannot meet.
- Self-talk – Notice how you are thinking, and talking to yourself. Talk to yourself in ways that remind you of your goals and replace old, counter-productive habits of self-talk. Instead of saying, 'I wish I hadn't... ' say, 'I will ...'
- Un-schedule – If you feel stuck, you probably won't use a schedule that is a constant reminder of all that you have to do and is all work and no play. So, make a largely unstructured, flexible schedule in which you slot in only what is necessary. Keep track of any time you spend working toward your goals and reward yourself for it. This can reduce feelings of being overwhelmed and increase satisfaction in what you get done. For more see the book Procrastination by Yuen andBurka.
- Swiss Cheese It – Breaking down big tasks into little ones is a good approach. A variation on this is devoting short chunks of time to a big task and doing as much as you can in that time with few expectations about what you will get done. For example, try spending about ten minutes just jotting down ideas that come to mind on the topic of a paper, or skimming over a long reading to get just the main ideas. After doing this several times on a big task, you will have made some progress on it, you'll have some momentum, you'll have less work to do to complete the task, and it won't seem so huge because you've punched holes in it (like Swiss cheese). In short, it'll be easier to complete the task because you've gotten started and removed some of the obstacles to finishing.
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